Fairy Tale Unit- Day 1 & 2

Introduction

Essential Questions:

• What are the elements of fairy tales?
• Where are fairy tales from and how did they originate?

Objectives:

• Students will discuss the different ways that fairy tales can be studied , through the setting, culture, origin, and elements of fairy tales.

• Students will know that fairy tales originated as oral tradition all over the world.

• Students will understand the specific elements of a fairy tale are that it takes place in a far off place (setting), there is a magical element (events), there are good and bad characters (characters), and the good are rewarded and the bad are punished (message).

• Students will read picture books and identify whether the story is a fairy tale or not by examining the elements of the story and applying their knowledge of fairy tale elements. (Bloom’s Taxonomy- Application)

• Students will recognize fairy tales as a genre of literature.

Materials:

• Fairy Tale Forced Choice Activity handout (aka Anticipation Guide) (see attached)
• Chart paper and markers
• Perrault’s versions of Cinderella (or another version students would be familiar with)
• “Is____________ a fairy tale?!” handouts (see attached)
• Preselected picture books, enough for students pairs to read one book (some should explicitly be fairy tales, some should not be fairy tales) The picture books should range in topic, and ideally will include fairy tales from various cultures.

Procedure:

1) Prior to the lesson or even at the beginning of the lesson, students will complete the Fairy Tale Forced Choice Activity worksheet to preview the unit. (Individual)

2) Explain what the essential questions and understandings are for the unit. Invite students to ask any other questions. (Whole Class)

3) Because Perrault’s Cinderella is a story students have prior knowledge about, teacher will read aloud Cinderella to introduce the genre of fairy tales. (Whole Class-on the rug)

4) Using Cinderella as a model, explain elements of fairy tale. Write on chart paper. (Whole Class)

5) Explain that fairy tales started off as oral tales. Oral tales were passed down from generations all around the world. For example, there are over 200 versions of Cinderella from all over the world. Discuss how could there be so many versions? Use “Whisper Down the Lane” as an analogy of how stories can evolve.

6) Teacher will pick student pairs randomly. Students will pair up and choose a story (out of preselected picture books) they will read together. They may read aloud to each other. After reading, they will decide if the book has each element of a fairy tale, and then determine if it is a fairy tale. They will complete the “Is____________ a fairy tale?!” handouts (Pairs)

Connection to science: They will be making an inference about the book.

7) Each pair will report back to the class with their conclusion. The teacher will record on a “What’s in a Fairy Tale Anyways?!” class chart the titles of books and check off each element as pairs present their stories.(Whole Class)

8) If students aren’t sure about some elements of a book, discuss if it is a fairy tale or not. Discuss how it is an oral tale, from an oral tradition.

9) By the end of class, students will differentiate stories as fairy tales and other stories as different genres such as fiction. Students can see how fairy tales can range in topic, but also include elements of the story. Follow up questions to discuss: “Did the fairy tales always have happy endings? Was it a happy ending for everyone? Do you think the story might be different in another country? We will explore these questions in the following lessons”.

Differentiation Ideas:

• Students who have prior knowledge about Cinderella may share other versions of Cinderella they have read. They may explore one version of Cinderella and conduct internet research about the country, and share with class at the beginning of the next lesson.
• The next lesson uses Mufaro’s Beautiful Daughters which takes place in Zimbabwe. Students may also conduct research on Zimbabwe and then France (Perrault’s version of Cinderella) and note some differences and similarities in the cultures. This would be an enriching way to supplement and introduce the next lesson.

Assessment:
For this lesson, students should be able to identify the elements of a fairy when reading their book, and assessment will be based on the completion of “Is____________ a fairy tale?!” handout, and the student pair responses to the “What’s in a Fairy Tale Anyways?!” class chart.

Standards:

• After reading their picture book with a partner (1.3.3.A. & 1.3.5.A. Read and understand works of literature), students will identify the elements of a fairy tale such as the characters, message/theme, and events. (1.1.5 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text – Summarize the major ideas, themes or procedures of the text.)
• After establishing the elements of fairy tales as a class, each student will examine their story and analyze the existence or lack of fairy tale elements in the story. (1.3.3.B. Identify literary elements in stories describing characters, setting, and plot.)
• Each student pair will identify each fairy tale element as existing in their picture book by giving specific examples from their book. (1.1.5.H Demonstrate after reading understanding and interpretation of both fiction and nonfiction text – Make responsible assertions about the ideas from the text by citing evidence from the text.)
• Students listen to a read aloud of Cinderella, read in pairs. (1.6.3.B. Listen to a selection of literature)
• During discussion of fairy elements and during discussion of books each pair read, student should contribute discussion. (1.6.5.D. Contribute to discussion.)
• Students are introduced to the genre of fairy tale to encourage them to read different genres of literature, along with genres they already are reading. (1.1.5.H. Demonstrate fluency and comprehension in reading – Read a variety of genres and types of text.